In-service Teachers’ Familiarisation of the CEFR-aligned School-based Assessment in the Malaysian Secondary ESL Classroom

Abstract

The main purpose of this study is to investigate in-service teachers’ familiarization of the CEFR-aligned school-based assessment (SBA) in the Malaysian secondary ESL classroom. It also intends to explore teachers’ knowledge, understanding, and perceptions of the CEFR-aligned SBA. The study also examined the implementation of the SBA and the challenges that TESL teachers faced embracing the CEFR-aligned SBA in their ESL classroom. An exploratory mixed-method research design was employed. Data were collected by administering a survey to 108 in-service teachers, and 12 in-service teachers participated in the interview. The results show that the in-service teachers have rather a good level of familiarization with CEFR-aligned SBA and a moderate level of awareness and comprehension of the CEFR-aligned SBA. However, the in-service teachers are aware of the importance of CEFR-aligned SBA to assist students to improve their proficiency. In-service teachers exhibit a good understanding of selecting the appropriate assessment tools and methods to assess students’ learning. In-service teachers expressed their struggles and concerns regarding implementing CEFR-aligned SBA effectively, including lack of training, sourcing for good materials to teach, students'' negative attitude towards the teaching and learning process, students’ attendance, time constraint and their workload. In conclusion, the implementation of the CEFR-aligned SBA is crucial as it is a national agenda and teachers’ involvement in executing the assessment is obligatory.

CEFR-aligned Primary Curriculum Framework:Rural National Primary School English Language Teachers’ Attitudes and Slants

“…This implied that teachers' positive attitude and acceptance to CEFR implementation improved their motivation level, thus resulted in positive upshots of the implementation. The findings from a study by Singh et al, (2021) communicated that local TESL in-service teachers have rather a good level of familiarization with CEFR-aligned SBA, and a moderate level of awareness and comprehension of the CEFR-aligned SBA. Reviews of past documents conducted by Zaki and Darmi (2021) showed that the implementation CEFR in classroom assessments gives several benefits to the teachers such as to track learners' learning progress, and identify learners' strengths and weaknesses in learning, so as they can plan and modify teaching methods, and take immediate follow-up actions.…”

“…Among popular issues that arose due to its implementation in many countries that have adopted it reported in studies were insufficient training on the CEFR familiarization to guide teachers adequately to take CEFR into their classroom practices, and limited knowledge and exposure to the CEFR among teachers (Ajop & Said, 2020;Alih et al, 2020;Díez-Bedmar & Byram, 2019;Foley, 2019;Kaur & Mah, 2018;Kok & Aziz, 2019;Phoolaikao & Sukying, 2021;Tosun & Glover, 2020;Uri & Aziz, 2018). In regards with the insufficient training, thus, it is a fundamental need to be addressed that most English as Second Language (ESL) teachers expressed their concerns and they claimed that they need more inservice training on CEFR (Sülü & Kır, 2014;Singh et al, 2021), and a series of training and workshop on CEFR (Khair & Shah, 2021). Countries such as Thailand, Japan, Vietnam, Malaysia, and China are no exception from having similar issues mentioned earlier.…”

Language Learning Strategies used by ESL Primary School Pupils to Enhance Grammar and Vocabulary Skills

“…Metacognitive strategies also help learners to become more self-directed learners. This is aligned with the Primary Schools' Standards Curriculum (SCPS) that places a strong emphasis on a student-centered approach (Singh et al, 2021). Learners are better equipped to assume ownership of their own learning when they could track and assess their own progress.…”

“…In a country that emphasises on the teaching and learning of English as a Second Language (ESL), Malaysia through the Ministry of Education (MoE) is consistently focusing on the needs of improving and enhancing the English language proficiency of students, especially at primary level. As mentioned by Singh et al (2021), this can be observed through the implementations of educational reforms to enhance the English language proficiency of primary students through modules design approach related to the four language skills namely listening, speaking, reading and writing under the Standard Curriculum for Primary Schools (SCPS) in 2011. Besides the introduction to phonics, language arts and writing, Critical and Creative Thinking Skills (CCTS) is also prioritised to promote Higher Order Thinking Skills among primary students.…”

“…Besides the introduction to phonics, language arts and writing, Critical and Creative Thinking Skills (CCTS) is also prioritised to promote Higher Order Thinking Skills among primary students. Singh et al (2021) also further stressed that Standard Curriculum for Primary Schools (SCPS) also concentrated on a learnercentred approach which involves the 4Cs known as communication, critical thinking, creativity and collaboration which are the required skills towards 21 st century learning. Students should be taught to operate cognitive skills in language at a higher level and this is showcased in the latest inception of the Common European Framework of Reference (CEFR) through the introduction of the Malaysia Education Blueprint (2013Blueprint ( -2025 and English Language Education Reform (The Roadmap) 2015-2025.…”